English 
Thai 
Abstract
Parental interactions through play contribute significantly to child development of cognitive and executive functioning skills. In Thailand, there is little evidence of factors contributing to parental–child interactions.
In response to SDG target 4.2.3 monitoring (the percentage of children under 5 years
The author analyzed data from the Sixth Round of the Multiple Indicator Cluster Survey (MICS), conducted by the National Statistical Office of Thailand in 2019. The survey involved face-to-face interviews with mothers and/or legal guardians. A total of 8,856 children under the age of five participated in the survey.
Multivariate logistic regression analysis showed that children raised by parents with secondary or post-secondary educations had a significantly greater chance to have parental interactions than children raised by parents who completed primary education (adjusted odds ratio (AOR) = 1.66, and AOR = 2.34 for secondary and post-secondary education)
Children who possessed three or more children’s books and had experience of toy play had a significantly higher chance of having parental interactions (AOR = 3.08 for book possessing, and AOR = 1.50 for the experience of toy play).
Children who spent 1–3 h daily screen time had a significantly lower chance of having parental interactions than those who spent less than one hour of screen time (AOR = 0.67).
Conclusions with the emerging influence of digital technology, we recommend family and community promote parental interactions through play with young children.
Keywords Young Children; Parent–Child Interaction; Play-Based Learning; Early Childhood Development; Cognitive Skills; Thailand
Researchers Thitiporn Thoplorthai, Rapeeporn Suwanchanachai, Chompuunuch Thoplorthai, Wirote Tunkcharoensatian, Nisachone Sethatrikool and Orathai Waleewong
Methods Cross-sectional quantitative design
Journal International Journal of Environmental Research and Public Health
Year: 2022
Research Link: https://pmc.ncbi.nlm.nih.gov/articles/PMC8954988/
